Baltimore City Public School System Elementary Reading/Language Arts Professional Development

1. Baltimore City Public School SystemElementary Reading/Language Arts Professional Development Office of Literacy Presenters: ISTs September

2. Outcomes For This Session By the end of this session the participants will be able to: • Review Lesson Design of the Open Court Reading Program • Review Reading/Language Arts VSC Alignment and Pacing Guide • Understand format and use of the OCR Intervention Guide

3. Do You Remember? 1. The ultimate goal of the Reading/Language Arts True False VSC Alignment and Pacing Guide is to align HSA, instruction and Open Court unit assessments in elementary reading/language arts. 2. The Year-at-a Glance Pacing Guide provides True False specific timeline information for grades Pre-k, 1, 2, and 3 only. 3. The BCPSS Benchmark Assessment is administered True False to grades 3-8 to assess skills taught each quarter. 4. All components of the Open Court Reading/Language True False Arts Program should be taught daily. 5. The Reading/Language Arts time allocation is True False 165 minutes daily.

4. 6. The second workshop can be implemented after the blue True False band or the red band. 7. Items in italics represent objectives that require True False supplemental instruction prior to MSA. 8. The BCPSS/OCR Reading Assessments are True False administered to grades Pre-K, K, 1, 2, 3, 4, and 5. 9. There are two forty minute workshops True False in the lesson design of Open Court. 10. During the first workshop the teacher re-teaches True False small groups after the green band.

5. Lesson Design of Open Court

6. X denotes the unit in which skill is taught Teachers should use the information in the alignment document to augment instruction within the Open Court Reading Program. Only with this augmentation will students be fully prepared for the midyear administration of Maryland School Assessment in Reading. The pages that follow contain the entire Grade 4 Alignment Document. A Teacher Feedback Form is included on the final page.

7. Intervention

8. Purpose of OCR Intervention • Develops students’ reading fluency skills and understanding of text. • Provides teachers’ with additional instructional strategies in: • decoding, • fluency • comprehension, • spelling and dictation • writing skills. • Enables struggling readers to interact with their classmates in the regular reading lesson.

9. When and Why to Intervene Good Readers • have developed phonemic awareness and an understanding of alphabetic principles. • are able to decode words. • have acquired an extensive sight-word vocabulary. • have a broad speaking and reading vocabulary. • have developed reading comprehension strategies. • read often and for extended periods. • are motivated to learn.

10. When and Why to Intervene Struggling Readers • have not grasped the principles of reading multisyllable words. • have not mastered basic phonics principles. • have not developed automaticity. At any point, a reader can have difficulty-even a good reader. A good reader’s difficulties are usually short-lived when the observant teacher notices and intervenes. Other readers struggle with several elements of reading. They function in the regular classroom, but they are not comfortable reading.

11. Intervene or Not ? • Daniel can decode. In fact, he decodes all the time , but he hasn’t developed automaticity. He does not read fluently.

12. Kame’enui’s Principles of Intervention • Instructional time is a precious commodity; don’t lose it; • Intervene and remediate early, strategically, and frequently; • Teach less more thoroughly; • Communicate reading strategies in a clear and explicit manner, especially during initial phases of instruction; • Guide student learning through a strategic sequence of teacher-directed and student-centered activities; • Examine the effectiveness of instruction and educational tools by formatively evaluating student progress.

13. General Instructional Strategies • Pre-teaching • Re-teaching • Supplemental practice • Monitoring Student Progress • Corrective feedback

14. Lesson Organization • Corresponds to the lesson plans in the OCR Teacher’s Editions. • Designed to be implemented in 3 to 5 days. • Scheduled lesson planner charts are at the beginning of each lesson.

15. Preparing to Read Using Blending/Reading Words • Student: • reads the wordlines • writes the new words in their Writer’s Notebook • Teacher: • corrects errors immediately • calls attention to the specific problematic phonics elements

16. Preparing to Read Using Developing Oral Language • Teacher: • guides the students through the process of creating and extending sentences. • Student: • writes their sentences in their Writer’s Notebooks.

17. Preparing to Read Using Dictation and Spelling • Teacher: • guides the students through the dictation • corrects errors. • Student: • writes the corrected words and sentences in their Writer’s Notebooks.

18. Reading and Responding • Option 1: The Anthology Selection • Reading the Anthology Selection • Preteaching the Selection Vocabulary • Preteaching the Student Anthology Selection

19. Reading and Responding • Option 2: The Intervention Selections • Reading Intervention Selection One • Pre-teaching the Selection Vocabulary • Pre-teaching Challenging Words • Reading the Selection • Comprehension Strategies • Reading Intervention Selection Two • Pre-teaching the Selection Vocabulary • Pre-teaching Challenging Words • Reading the Selection • Comprehension Strategies

20. Reading and Responding • Repeated Reading • Implemented with peer partners • Increases reading fluency • Increases reading accuracy • Enhances text comprehension

21. Language Arts • Grammer, Usage, and Mechanics • skills are parallel to those addressed in OCR • number of concepts introduced are reduced • Writing • provides additional opportunities for guided practice and independent writing • guided practice activities include brainstorming, using graphic organizers, as well as other planning activities • independent writing activities are designed to encourage students to generate more text and become comfortable and fluent with writing • independent work is occasionally done with peer partners as well as individually

22. Intervention Guide Lessons correspond to lessons in the Teacher’s Edition in all Units • Preparing to Read • Reading and Responding • Language Arts

23. Using the Intervention Guide • Form pairs at your table. • Each pair at your table will read a specific part of the lesson: • Part 1- Preparing to Read • Part 2- Reading and Responding • Part 3- Language Arts • Identify and discuss the organization of each component in your part • Be prepared to present the Big Ideas of each component in your lesson part

24. Intervention Guide Lessons correspond to lessons in the Teacher’s Edition in all Units • Preparing to Read: • Additional practice reading words; help students integrate what they are learning about reading and writing, develop writing fluency using the conventions of writing they are learning. • Reading and Responding: • Preteaching vocabulary, reteaching comprehension strategies with decodables, preteaching selections in the Big Books and anthologies (Units 7-10). • Language Arts: • Supplemental practice on specific language arts skills and additional opportunities to apply in students’ own writing with guided practice.

25. Intervention Management • Participation • Schedule • Group Management • Monitoring Students Progress • Text Placement Assessment • Fluency Checks • Independent Work • Summary of Student Progress • Guidelines for Instructional Recommendations

26. Expert Intervention Managers • Each participant will receive a number to determine which component of the Intervention Management they will study. • Read the component your group is responsible for in the Intervention Guide on pages T12-T16. • Be prepared to share your component with the total group, highlighting the key points.

27. Participation • Teachers will use informal assessment tools to determine which students will benefit from intervention.

28. Schedule • Recommended that teachers allocate 30-45 minutes daily. • In order to preteach the content intervention will be scheduled before the general reading period.

29. Group Management • Teachers work with students from Option 1 or Option 2: • Other students may be engaged in: • Partner Reading • Writing the Selection Vocabulary and corresponding sentences in their Writer’s Notebooks • Working on the Language Arts practice worksheets

30. Monitoring Students Progress • Teachers monitors reading performance by using the same assessments • The intervention strand also provides supplemental assessment opportunities: • Text placement assessment • Fluency Checks • Independent Worksheets

31. Text Placement Assessment • Determines the level at which students are reading. • Estimated accuracy used to determine reading levels are: • Independent Level- 96%-100% accuracy • Instructional Level- 95% accuracy • Frustration Level- 92% accuracy • Teacher administer the text placement assessment twice during an instructional unit, midway through the instructional unit and at the end of the unit.

32. Fluency Checks • Fluency checks administered week 3, week 6 or 7 for accurate reading rate. • Use text placement assessment to determine if fluency rates are improving. • A one minute timing determines the fluency rate • An untimed reading determines the reading level

33. Independent Work • Two activities per week: • Grammar, Usage, and Mechanics • Writing

34. Summary of Student Progress • Make the assessment information from OCR intervention strand accessible • Record the results of the: • text placement assessment • fluency checks • Provide a place for teacher comments

35. Guidelines for Instructional Recommendations • Use of Summary of Student Progress form assists with: • acceleration • remediation • Appendix includes: • students progress monitoring system • guidelines for instructional decisions

36. In Conclusion • The goal of the OCR program is to help each and every student experiences success in becoming a proficient reader. • The intervention strand of the OCR program is designed to make sure that the needs of all students are met and that you, the teacher, have the tools necessary to meet those needs.